Relationship between motivation for learning EFL and intrinsic motivation for learning in general among Japanese elementary school students

By J. Carreira. 2011

119 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/9a1a1e37443d749539cdf9e8197d5255286c8934

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In Experimental and Cognitive Psychology

In Language and Linguistics

Citations in the corpus

The relationship between motivation, gender, L1 and possible selves in English-medium instruction (2016, background): “In the fields of education and psychology there is abundant research focused on the motivation and gender equation (Carr & Pauwels, 2006; Carreira, 2011; Kissau, 2006; Meece, Bower, & Burg, 2006).”
The Routledge handbook of English language teaching (2018, background): “What are some of the consequences of applying DA to testing and assessment of communicative development in your own teaching context?”
English language education among young learners in East Asia: A review of current research (2004–2014) (2015, background): “Carreira (2011) reported that not only Japanese students’ motivation for learning English but also their intrinsic motivation for studying in general declined as the grade level increased.”
The impact of cooperative learning on tertiary EFL learners’ motivation (2014, background): “…factor for enjoyable and successful language learning in the long run, but is particularly hard to attain in the foreign language learning context (Carreira 2011; Dörnyei 2001; Ellis 1994; Yang and Nicholas 2008), and typically declines among tertiary foreign language learners (Busser and Walter…”
Enhancing oral proficiency through cooperative learning among intermediate EFL learners: English learning motivation in focus (2019, background): “research, science, trade, and technology knows that it is impossible without the working knowledge of English language and good communication skills (Carreira, 2011).”
Motivating young language learners: A longitudinal model of self-determined motivation in elementary school foreign language classes. (2017, methodology): “Differing from previous findings of statistically significant decrease across years in Japanese elementary schools (Carreira, 2006, 2011), autonomous motivation showed a slight, non-significant increase over time (April M = 3.73, March M = 3.80, t = 1.87, p = 0.06).”
The effect of Chinese EFL students’ learning motivation on learning outcomes within a blended learning environment (2021, background): “…motivation and factors such as gender and geographical regions and explored how learning motivation influences academic achievements in traditional learning environments (Carreira, 2011; Csizér & Dörnyei, 2005; Saito et al., 2016; Tokan & Imakulata, 2019; Vansteenkiste et al., 2004; Yang, 2018).”
The Impact of Cooperative Learning on Developing Speaking Ability and Motivation Toward Learning English (2019, unknown): “…factor for enjoyable and successful language learning in the long run, it is particularly hard to attain in the foreign language learning context (Carreira 2011), and typically declines among tertiary foreign language learners (Busser & Walter 2013; Namaziandost & Ahmadi, 2019), this study may…”